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Bachelor of Education Program
Mission
Within the context of the general mission of Redeemer University
College, the Education Department is mandated to prepare students for
the teaching profession. Theory and practice are critically explored in
the light of Christian principles, responsible research, and professional
standards for teaching in Ontario. The program intends to nurture
within the prospective teacher a commitment to God and neighbor, an
understanding of creation, culture and change, a joy for teaching and
learning, and the development of wide variety of skills and knowledge
needed for effective teaching.
Such teaching is committed to helping each student learn while
respecting the diversity of gifts within each student. It entails
a professional knowledge of curriculum, of child development,
and of effective pedagogical techniques. It is responsive to the
changing societal context for learning and is committed to ongoing
professional development.
The Education Department seeks to collaborate with parents,
communities, and professional bodies in such a way that both student
learning and teaching practice are enhanced.
Program Options
The program is available as a concurrent program (five years) and a
consecutive program (two years), which are further outlined in the
following pages. Students may choose to enrol in either the primary/
junior (K–6) or junior/intermediate (4–10) division.
Certification and Degree
The completion of the program leads to the degree Bachelor of
Education (B.Ed.). Satisfactory completion of the program requires the
following: (1) a minimum of fifteen courses; (2) a 6.00 (C+) overall
average in those courses; (3) a minimum grade of C+ in Education 303
(Social Foundations and Introduction to Teaching); and (4) a minimum
grade of C+ in Education 482 or 483 (Student Teaching II).
The program has received general accreditation with the Ontario
College of Teachers and meets Ontario standards for teacher education
programs for the primary, junior, and intermediate levels. Successful
candidates will be recommended to the Ontario College of Teachers
for a Certificate of Qualification. Most students who complete
the concurrent program also qualify for the Ontario Christian
School Teacher’s Certificate issued jointly by the Ontario Alliance
of Christian Schools (OACS) and the Ontario Christian Schools
Teachers Association (OCSTA). Redeemer graduates also qualify
for Teacher Certification with the Association of Christian Schools
International (ACSI).
General Information on Practicum Component
The practicum is viewed as an important interaction between theory
and practice, and as a continued conversation among experienced
professionals, education students, and faculty. It is planned and
scheduled to provide for graduated introduction to the role of service
as a classroom teacher. Throughout all the practicum experiences,
the responsibility of both experienced and apprentice teachers to the
students in elementary and secondary schools remains a central concern.
The various components of the practicum are planned to provide
extensive opportunity for guided practice and range from initial
classroom observation to increased responsibility for student learning,
classroom management, assessment, and instruction. Student-teacher
responsibility begins with assisting individual students, continues
with leading small groups, and concludes with sustained periods of
whole-group instructions. These opportunities facilitate the transition
from being novices-in-training to becoming effective teachers ready to
assume full responsibility as professional educators.
Teacher Assisting Practicum
Education 301: Development and Learning and Education 303: Social
Foundations and Introduction to Teaching are scheduled together and
include a component that incorporates practical classroom experience
in teacher assisting. Student teachers are required to spend two halfdays
per week in a school as an assistant to a classroom teacher. This
experience provides 75 hours of teacher-assisting (equiv. 15 days) in
which the student teachers observe aspects of learning that are being
introduced in their course work, begin to practice their teaching skills,
and reflect with colleagues on the practice of teaching and learning. To
support this close interaction between theory and practice, the teacher
assistants are supervised by the cooperating teachers in the schools and
by the faculty member teaching Education 303. The faculty member
will make at least two assessment visits to the classroom of each
teacher assistant. Successful completion of this practicum is required
for the student teacher to be allowed to continue the program.
Final Year Practicum
The final phase of the practicum comes during the final year of
studies in the teacher education program. In this component, teacher
candidates complete 60 days in two or three blocks. The placements
will be coordinated with the candidate’s selection of a primary/junior
or junior/intermediate concentration in their Curriculum Studies
preparation. In the teaching placements, the teacher candidates will
work with experienced, Ontario certified teachers to move quickly
from observation and assisting to taking over the duties of being a
classroom teacher. In the student teaching experience, at least one
of the placements must be in a public or separate school, and the
supervising teachers must be members in good standing of the Ontario
College of Teachers. Each student is assigned a faculty associate who
will also complete assessment and evaluation on-site visits.
Professional Learning Community Seminars
Faculty members will also be involved in Education 487: Professional
Learning Community which must be taken by all students in
conjunction with the practicum placements. This course has a
professional emphasis and includes many guest speakers representing
various stakeholders in the profession and involves discussion, lecture,
readings, assignments, journaling, and critical reflection directly
related to the practicum placements.
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